Field experience for prospective teachers contributes to both image-building and learning to teach. Negative and positive outcomes are discussed, as well as issues related to designing educational field experiences. (IAH)

Traces the influence of late-capitalist political ideology on the rhetoric which formed the process/product distinction; notes their sharing of an ideology of "possessive individualism." Reveals "social individualism" as an emerging ideology which may adjudicate the disparity between the ideals of process pedagogy and its…

Teacher educators described how graduates of their programs should respond to each item in an educational beliefs inventory. In their courses, faculty members were more likely to reinforce prevailing beliefs they judged as appropriate than to challenge inappropriate beliefs or encourage students to develop their own informed positions. (JD)

The four major components of developmentally appropriate practice (curriculum, adult-child interaction, relationships between home and program, developmental evaluation) are used as the framework for analyzing differences and similarities of recommended practices in early childhood education and early childhood special education. (Author/DB)

The importance of balancing content instruction with instruction in higher level thinking skills for gifted students is emphasized. The article recommends providing students with sophisticated content, relating that content to essential underlying generalizations and principles, and then concentrating on thinking skills. (SW)

This article reviews the origins, principles, and present practice of conductive education (CE), an educational system to rehabilitate people with motor disabilities caused by early damage to the central nervous system. Numerous variants of CE and an increasing demand for CE are noted. International cooperation, quality management, and monitoring…

Uses statements in adventure education brochures to indicate assumptions in the field of adventure education. Points out discrepancies between these assumptions and actual practice. Examines assumptions that adventure education promotes personal growth, that learning from adventure experiences transfers to other areas, and that adventure education…

Special education teachers are urged to examine their understanding of principles of science instruction and the development of basic science literacy in students. Basic scientific thinking skills are compared to basic reading skills. Suggestions are offered to the special educator who either teaches science directly or who works with a regular…

A listing of 31 classroom adjustments for students with attention and learning problems are grouped within 9 recommendations of the U.S. Department of Education regarding the needs of these students in general or special education. Principles addressed include structure; effective communication of instructions; behavior management; class…

Discusses the link between the theoretical principles of constructivism, the practice of instructional design, and the practice of teaching. Defines constructivism, lists three primary principles of learning and understanding, identifies eight instructional principles needed for the design of constructivist learning environments, and presents a…

A discussion of the influence of Russel Nye, a college English professor at Michigan State University and journalist, focuses on the values that shaped his teaching, scholarship, and writing and his defense of democratic values, especially in education. It is concluded that Nye's experience suggests that public service can be a source of personal…

This paper discusses major principles characterizing the whole language philosophy of teaching and learning; assumptions of the mechanistic and relational paradigms; whole language practices such as the Shared Book Experience and Reading Recovery for helping students with reading difficulties; and the potential of whole language for developing…

Presents nine standards for schools aspiring toward outcome-based education (e.g., there should be a collectively endorsed mission statement, clearly defined exit outcomes, a tightly articulated curriculum framework, an ongoing system of program improvement, and systems of instructional decision making and delivery and instructional organization…

Traces the evolution of the discourse about pedagogy from the seventeenth century, when pedagogy was oriented toward instructional improvement; to the twentieth century, when faculties of education became more interested in producing scientific research than research that was relevant to the practice of teaching. Elaborates a new theory of…

The mainstreaming concept has dramatically changed the lives of enumerable special needs children in positive ways but in some cases has become a travesty as it is extended beyond its logical limits. Developmental appropriateness is the pivotal priority in the education of children, especially those with severe/profound mental disabilities. (JDD)